CDL Consortium Opportunity for ELL and Special Education to Intersect as a Collective Body. Bilingual Speech- Language Assessment. Lynnette Padilla, MA, CCC-SLP Eric Schliemann, MA, CF-SLP. OBJECTIVES. Present current trends in bilingual assessment
Lynnette Padilla, MA, CCC-SLP
Eric Schliemann, MA, CF-SLP
CONCEPTUAL SCORING- scoring the meaning of a response regardless of the language in which it is produced (Pearson et al. 1993)
MONOLINGUAL SCORING- scoring the meaning of a response based on the language in which it is produced
Limitations to historical approach
(under age 5)
Limitations to historical approach
Two studies on the semantic skills of typically developing (TD) bilingual children
-55 TD bilingual children (4;0-7;11)
11 primarily English (PE)- 80% or more
7 bilingual English (BE)
13 bilingual Spanish (BS)- 50-80%
24 primarily Spanish (PS)
ex: describe a school bus/dime comoes un camion/troca
Three sets of scores generated
Study 1 Results
-total/conceptual scores were not significantly different than monolingual scores
Study 1 Results
-characteristic properties, functions, analogies, linguistic concepts, similarities and differences, comprehension of passages
-What do you do with scissors?
-Spanish (What do you do with a bat?)
Study 2 Results: Table 4. Percentage of participants who were accurately classified as typically developing when primarily Spanish- or primarily English-speaking children’s average monolingual score was used to set the cutoff.
* to do this effectively, children must be aware that administrator is bilingual
Limitations to Study
INTRODUCTION/PURPOSE OF STUDY
ABILITY VS. PROFICIENCY
BILINGUAL LANGUAGE IMPAIRMENT
INFORMATION ABOUT LANGUAGE DEVELOPMENT
PARTICIPANTS IN THE STUDY
HOW DATA WAS COLLECTED
QUESTIONS ASKED IN THE STUDY
-Comment/concern from school provider/ administrator
-Comment/concern from parent
I. Classroom observation
II. Screening tool- formal or informal
III. Language sample
IV. Informal conversation with teacher
I. Demographic Info
II. Parent Interview
-languages at home, literacy level of parents, home activities, developmental history, health information
III. Language Proficiency
-ELL teacher report, ACCESS/CELA scores,supports provided
C) Referral (ct’d.)
IV. Education history
-history in/out of district, interventions, language of instruction, ESL supports
V. Educational team members
-names, titles, and contact info
Adams 12 Referral Form
Aurora Referral Form
*Establishment of dominant language
-School provider report
-other options: language proficiency screening (Student Oral Language Observation Matrix), recess/lunch observation
XXX's speech and language skills must be considered within the context of XXX status as an English language learner. Though XXX communicated primarily in XXX, XXX did also demonstrate language skills in XXX. This evaluator has carefully considered these factors (as well as parent and teacher report, therapist observation, standardized assessment results, and a language sample) in determining XXX eligibility for special education services. The Preschool Language Scales Fifth Edition (PLS 5) Spanish Edition was used to evaluate XXX's speech and language skills. The test is standardized for administration in both XXX and XXX. For this reason, items were presented in each language and XXX responded in each language. The results are considered to be an accurate reflection of XXX overall communication skills. Eric Schliemann, MA, CF-SLP, XXX.
E) Determination of Eligibility
F) IEP MEETING
I. Previewing information with the interpreter
II. Confirm that observations of language dominance/overall performance is consistent with what is happening at home
G) Guidelines for working with an interpreter when assessing a student in another language: slideshow presentation from Teresa Gillespie at DPS (teresa-gillespie.wikispaces.dpsk12.org
I. Meeting before the assessment (briefing)
II. During the assessment
III. After the assessment (debriefing)
IV. Report of evaluation results with the use of an interpreter
V. Helpful suggestions
I. Pre-screen and screening
Kate suggested that I email you about this student - Joe(Freshman) who has an eligibility review on 10/8.
He states that he thinks in both Spanish and English (doesn't have to translate much). Very slow to answer questions in English and answers are very abbreviated. When asked an open ended question, does not supply specific information. The 2010 ER does not have testing data to support his decreased fluency/verbal output in English conversation.
The 2010 ER did give him 160 minutes with the LS and/or SLP with goals in academics - none in speech.
EMAIL #1 Ct’d.
Following AR the SLP was removed from services. His grades are probably reflecting a lot of hard work and concerted effort on his part - working at his highest level. He has C's. He reports that French is the hardest. Kate, Jane, and I question his placement in this class. He is labeled as ELL. He doesn't really know what he wants to do after HS but I talked to him about a career in sports where he decided he would like to work for a team taking care of equipment.
Parents: Dad works in carpet and is bilingual. Mom takes care of youngest sibling (age 1) and is trying to learn English. ***We'll need an interpreter for the IEP. He stated that he needs lots of help with spelling in both English and Spanish. Doesn't really have hobbies - plays video games (sports) and sports outside.
EMAIL #1 Ct’d.
So my questions are:
What happened with the scars on his head? I did find out that he has a history of a benign neoplasm (brain surgery) - no date. Does he have a history of brain injury as a result of the surgery? Should he be tested "bilingual testing for SL eligibility? I think he is low in both languages but since I don't speak Spanish, not sure.
Is there a waiting list to get bilingual testing at XHS and from my information, should this be explored?
Thanks for your help – SLP #1
You can contact Eric Schliemann, our bilingual SLP, to receiveconsultation and potential testing in Spanish for this student!Sounds complex!
Wanted to let you know that my time as sub is over Monday the 28th. SLP #2 will be the FT SLP at XHS. So please follow up with her on Joe’s referral for Bilingual testing. SLP #1
B) Referral Form
A. CELF 4 Spanish Edition
Receptive Language- 77
Expressive Language- 85
B. Language Sample
In Spanish: The boy is fishing. The boy trapped a fish. He tried to get it out but he couldn’t. He thought it was a fish but it was a turtle.
In English: The kid tries to get the turtle away from the dog. The turtle tries to chase. The leave to a safe place where they were before…the kid’s mad at the dog ‘cause the turtle dies…the frog is on top of the turtle and the dog’s happy.
A. CELF Teacher Rating Form
B. Teacher Report
Joe has quite a bit of difficulty following multiple step directions. He is unable to follow multiple steps without repeat and clarification. Understanding new ideas is the same. He understands simple concepts, but struggles with higher level thinking. Hope that makes sense. Joe can follow directions after a routine has been established. New directions and directions with multiple steps he struggles with. He appears to be progressing somewhat slower than his peers.
No concerns but he is in a class with three teachers. We have a 1 to 6 ratio and that might be the difference.
- Core language score 83 (interpret with caution)
- Strengths: repeating sentences, word classes, formulating sentences
- Weaknesses: concepts and following directions, expressive vocabulary, and understanding paragraphs (did better with this in English
Evaluation results, ct’d.
- simple, complete sentences with correct grammar
- able to explain how to do something in sequence
- used past tense to tell a story about pictures
- needed prompting to give more details and information
- able to answer inference questions
Analysis and Conclusions
- contact Cameran: [email protected]
- website: http://www.sharedwork.org/web/rti-co-bilingual-school-psychologists/home